Assessing the Effects of Segmentation and Signaling in Tegrity Lecture-Capture Videos and Students’ Learning Outcomes

Segmentation and signaling design principles based on the cognitive theory of multimedia learning (CTML) will be applied to Tegrity lecture videos inside of a Blackboard learning module. Students in a Business Statistics course will participate for a grade (n = ~60). Participants will be randomly placed in an experimental group (SS) or control group (non-SS). The SS group will view four Tegrity lectures that have been segmented and signaled with a bulleted list of the key concepts at the beginning and a summary at the end of each segment. The SS group will sequentially progress through a learning module, and the non-SS group will cover the same material without any design principles applied. Participants will be assessed based on retention and transfer knowledge after all modules have been completed. Based on the results of previous studies, we hypothesize that the use of segmentation and signaling design principles on Tegrity videos will enhance student learning.